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Overview

This practical text delineates the basic steps of developing effective interventions for learning and behavior difficulties in children aged two to five. The authors set forth an ecological framework that stresses identifying problem situations rather than classifying individual children as disabled or at risk. The core components of naturalistic intervention design are covered in depth, including teacher and parent interviewing, classroom observation and functional assessment, team-based problem solving, strong accountability methods, and legal and ethical safeguards. Solidly grounded in empirical research, the book presents examples of successful interventions for fostering social competence and language skills and improving interactions with parents, teachers, and peers.

This practical text delineates the basic steps of developing effective interventions for learning and behavior difficulties in children ages two to five. The authors set forth an ecological framework that stresses identifying problem situations, rather than classifying individual children as disabled or at risk. The core components of naturalistic intervention design are covered in depth, including teacher and parent interviewing, classroom observation and functional assessment, team-based problem solving, strong accountability methods, and legal and ethical safeguards. Solidly grounded in empirical research, this book presents examples of successful interventions for fostering social competence and language skills, and improving interactions with parents, teachers, and peers.

Editorial Reviews

Booknews

School psychologists provide a foundation on which practitioners can generate strong, workable approaches to learning and behavior difficulties in children from two to five. They elaborate the principles and procedures associated with naturalistic intervention design and describe examples of successful interventions for school, home, and other settings. The second edition has been revised from the 1992 . Annotation c. Book News, Inc., Portland, OR (booknews.com)

From the Publisher

"This book captures the essence of what it takes to provide high-quality intervention services to preschoolers experiencing developmental delays and disabilities, as well as those who are at risk. The information is practical, research-based, conceptually systematic, and accessibly presented. The book assumes we must understand children's behavior and development in the context of their unique environments if we are to intervene effectively, and this assumption receives more than lip service. In short, this book should be read by every early intervention professional." --Mark Wolery, PhD, Investigator, Frank Porter Graham Child Development Center, University of North Carolina, Chapel Hill

"This remarkable volume provides a wealth of information on interventions whose effectiveness has been documented with research. I know of no other resource that so carefully and systematically has carried out this task. The authors also provide a clear model for designing effective interventions and evaluating outcomes. Their step-by-step coverage of the process of assessment, intervention, and monitoring intervention effectiveness is outstanding. The book will be of great utility to practitioners, and is a very important text for courses in school psychology and early childhood special education." --Judith J. Carta, PhD, Juniper Gardens Children's Project, University of Kansas, Kansas City, Kansas

Readings

"Thoughtful and thorough....Provides an interweaving of theory and practice that can be directly applied to intervention settings. The authors are committed to a naturalistic intervention design; the least intrusive interventions in natural settings based on best practice with continual outcome evaluation....This is a sound presentation geared for researchers, doctoral students, and child care consultants."--Readings

Related Subjects

Meet the Author

David W. Barnett, PhD, is Professor of School Psychology at the University of Cincinnati. He has served as a mental health consultant to Head Start for over 20 years, and as a principal investigator in the Ohio Early Childhood Intervention Project. Dr. Barnett has published widely in the area of school psychology practice and early intervention.

Susan H. Bell, PhD, is Assistant Professor of Developmental Psychology and Child Development at Georgetown College in Georgetown, Kentucky. Dr. Bell has coordinated an interdisciplinary team serving preschool children in Raleigh, North Carolina. More recently, she directed the Ohio Early Intervention Project and served as the behavioral consultant at the Arlitt Child and Family Research and Education Center at the University of Cincinnati.

Karen T. Carey, PhD, serves on the faculty at California State University, Fresno, where she coordinates the School Psychology Program. For over 20 years, she has worked as a practicing school psychologist. She has published widely on issues in school psychology.

Long versions (that appear in book):

David W. Barnett, PhD, earned his doctorate in school psychology from Indiana University, and is currently Professor of School Psychology at the University of Cincinnati. He has served as a mental health consultant to Head Start for over 20 years, and as a principal investigator in the Ohio Early Childhood Intervention Project. Dr. Barnett has published widely on topics pertaining to school psychology practice and early intervention.

Susan H. Bell, PhD, earned her doctorate in school psychology from the University of Cincinnati, and is currently Assistant Professor of Developmental Psychology and Child Development at Georgetown College in Georgetown, Kentucky. Dr. Bell has coordinated an interdisciplinary team serving preschool children in Raleigh, North Carolina. More recently, she directed the Ohio Early Intervention Project and served as the behavioral consultant at the Arlitt Child and Family Research and Education Center at the University of Cincinnati. Her research interests include early intervention for children with learning problems and severe behavioral challenges, families of children with developmental disabilities, and intervention-based assessment.

Karen T. Carey, PhD, earned her doctorate in school psychology from the University of Cincinnati. She currently serves on the faculty at California State University, Fresno, where she coordinates the School Psychology Program. For over 20 years, she has worked as a practicing school psychologist. Dr. Carey has been actively involved in the National Association of School Psychologists, the California Association of School Psychologists, and Division 16 of the American Psychological Association. She has published widely on issues in school psychology and in Spring, 1998, was given the Provost's award for excellence in graduate teaching and research at California State University, Fresno.

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